RT Journal Article
SR Electronic
T1 Does teaching children how to play cognitively demanding games improve their educational attainment? Evidence from a Randomised Controlled Trial of chess instruction in England
JF Journal of Human Resources
JO J Hum Resour
FD University of Wisconsin Press
SP 0516-7952R
DO 10.3368/jhr.53.4.0516.7952R
A1 John Jerrim
A1 Lindsey Macmillan
A1 John Micklewright
A1 Mary Sawtell
A1 Meg Wiggins
YR 2017
UL http://jhr.uwpress.org/content/early/2017/06/01/jhr.53.4.0516.7952R.abstract
AB A number of studies suggest that teaching children how to play chess may have an impact upon their educational attainment. Yet the strength of this evidence is undermined by limitations with research design. This paper attempts to overcome these limitations by presenting evidence from a randomised controlled trial (RCT) involving more than 4,000 children in England. In contrast to much of the existing literature, we find no evidence of an effect of chess instruction upon children’s mathematics, reading or science test scores. Our results provide a timely reminder of the need for social scientists to employ robust research designs.